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Explanation of Assignments/Grades
Explanation of PE and Health Grading
Students receive a combined grade for Health and Physical Education.
Grades correlate to SOLs (Standards of Learning) that are listed below by grade level.
Grading - Grading is done on the basis of skill improvement, knowledge, sportsmanship, cooperation, and maximum participation. Students receive a combined grade for Health and Physical Education. Schoology and Student/Parent/TeacherVUE will be used.
**The first quarter may have fewer grades due to the time it takes to practice rules and procedures, give out locks and lockers, and sell uniforms.
*MOST PE and Health assignments below will happen 2 times each quarter* (Before Interim & toward the end of the Quarter)
(10 points) Health Project/Quiz (directions/study guides w/ answers online) Various VA HEALTH SOLs per unit (2 units per quarter)
(10 points) (Aux/Main Gym) Social Emotional Development in Various Physical Activities (participating safely, working independently and with others, following rules) VA PE SOL 6.4 7.4 8.4
(10 points) Personalized Fitness Planning (Make plan to maintain a high level of physical or improve physical fitness, set SMART goals, and use heart rate to increase health) VA PE SOL 6.3a 7.3b 8.3a
(10 points) (Aux Gym) Applying Fitness Plan (Consistently practice at a higher level, assess, correct, reassess movement forms / skill related fitness) VA PE SOL 6.3 7.3 8.3
(10 points) (Main Gym) Motor Skill Development (Consistently practice at a higher level, assess, correct, reassess movement forms, and demonstrate offensive and defensive strategies) VA PE SOL 6.1 7.1 8.1
1 or 2 other minor summative assignments may be added to the list above per quarter at the teacher's discretion.
Terms used above
“Emotional Social Development” = safety, cooperation, teamwork (solves problems, resolves conflicts, understands the positive and negative influences on decisions), participates in physical activity; uses the time to improve performance in all areas (Pacer and other Fitness Tests, Sport/Game Skills and Understanding)
“Motor Skill Development and Concepts of Games” = demonstrates sport-specific skills and uses instruction and feedback to improve performance knowledge and implementation of offensive and defensive strategies, rules; refine skills using concepts of relationships, effort, spatial awareness, speed, and pathways. Dance unit will be evaluated on a performed small group dance in which rhythm, ability to complete a dance sequence correctly, creativity, cooperation with group/good use of practice time, and good audience skills are evaluated.
Health = students will be assessed and graded on the material covered in the “Health” segment of the rotation. The assessment is based on the student study guide quiz/project. Students are in Health every 3rd class.
Fitness Plan = Students set S.M.A.R.T. (Specific, Measurable, Attainable, Realistic, Time Bound) goals. A document is used to allow students to choose, set, and evaluate fitness goals. Students must set long and short-term goals, make plans to achieve their goals, attempt their plan, evaluate and adjust goals as needed to continue to strive for appropriate higher goals.
PE SOLS
SCROLL FURTHER DOWN FOR HEALTH SOLS
PE SOL GRADE SIX
Students in grade six apply fundamental skills and knowledge of anatomical structures and movement principles to build movement competence and confidence through acquisition, performance, and refinement of skills. Cooperative and competitive small-group games are appropriate as well as outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and sports (net/wall, striking/fielding, and goal/target), with an emphasis on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students in grade six will explain the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Social interaction becomes more complex as peer pressure becomes increasingly pronounced, affecting individual performance. Students solve problems and make responsible decisions as they work together. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment.
Motor Skill Development
6.1 The student will demonstrate all critical elements in movement forms in various activities and demonstrate the six components of skill-related fitness.
Combine and apply manipulative skills into small-sided games for overhand and underhand throwing and catching, throwing and catching to a target with accuracy and control, and hand and/or foot dribbling with accuracy at varying speeds while applying spatial awareness within partner and small-group modified game-play.
Combine and apply the manipulative skills of volleying with a partner over a net or against a wall with changes in force, accuracy, and direction into small-sided games.
Combine and apply the manipulative skills of striking/batting an object with a short and long implement with changes in force, accuracy, direction in small-sided games.
Combine and apply manipulative skills in small-sided games, dribbling/passing a soccer ball with accuracy at varying speeds while applying spatial awareness to a partner or within a small group.
Create and perform a movement sequence in a jump rope or dance activity.
Demonstrate and apply the six components of skill-related fitness (i.e., agility, balance, coordination, power, reaction time, and speed).
Demonstrate basic offensive and defensive strategies in noncomplex, modified, and small-sided activities.
Anatomical Basis of Movement
6.2 The student will apply both movement principles and concepts including the knowledge of anatomical structures to movement-skill performance.
Refine and adapt individual and group activity skills by applying concepts of relationships, effort, spatial awareness, direction, speed, accuracy, and pathways to improve performance.
Apply knowledge of the skeletal system by identifying major joints, associated bones, and types of joints, including ball-and-socket, and hinge joint.
Fitness Planning
6.3 The student will apply skills of measurement, analysis, goal setting, problem solving, and decision making to improve or maintain physical fitness.
Create a basic personal fitness plan for at least one health-related component of fitness, including baseline fitness data, a SMART goal, activities that will address the goal, a log of activities inside and outside school, reassessment data (post-data) and reflection of goal progress/attainment.
Identify a variety of resources, including available technology to evaluate, monitor, and record activities for fitness improvement.
Calculate resting, active, and recovery heart rate during a variety of physical activities, and identify the relationship between heart rate and rate of perceived exertion (RPE) levels.
Describe how being physically active improves physical and mental health.
Interpret fitness data, comparing individual scores to health-related criterion-referenced standards (Virginia wellness-related fitness standards, FitnessGram®, Centers for Disease Control and Prevention guidelines).
Create and implement an activity plan to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans and identify the necessary safety precautions for participation.
Describe a rate of perceived exertion scale.
Social and Emotional Development
6.4 The student will demonstrate and apply skills of communication, conflict resolution, and cooperation to achieve individual and group goals that apply to working independently and with others in physical activity settings.
Demonstrate effective communication and creative thinking skills to solve problems, make decisions and resolve conflict with others, and promote safe participation in physical activities.
Compare and critique rules, safety procedures, and etiquette for two different physical activities.
Develop an improvement plan for a self-selected physical activity, discuss the challenges faced, and reflect on how these challenges were overcome.
Describe the benefits of competitive and noncompetitive physical activities.
Demonstrate integrity and apply rules/etiquette for a team-building activity.
Participate in developing student-led classroom activities that promote feelings of inclusion, which support feelings of acceptance, belonging, and being valued, for all students.
Energy Balance
6.5 The student will explain the relationship between energy balance and nutrition guidelines, meal planning, and exercise intensity.
Create a one-day meal and snack plan based on Recommended Dietary Allowance (RDA), portions, hydration, and sugar.
Describe the relationship between resting heart rate and exercise intensity.
Explain the effects of physical activity guidelines on energy expenditure.
Health SOLs Grade 6
Students in grade six develop more sophistication in understanding health issues and practicing health skills. They apply physical, emotional, social, and environmental health skills and strategies to improve or maintain personal and family health (self-awareness, social awareness, self-management, responsible decision making, and relationship skills). Students begin to understand adolescent health issues and concerns and the relationship between choices and consequences (responsible decision making). They understand how to be a positive role model (social awareness and relationship skills) and the impact of positive and negative peer pressure (social awareness and relationship skills). Students demonstrate injury-prevention behaviors at school and elsewhere (self-management).
Essential Health Concepts
6.1 The student will apply critical thinking skills and personal management strategies to address issues and concerns related to personal health and wellness.
Body Systems
Identify and describe the major structures and functions of the renal and urinary systems (kidneys, ureters, bladder, and urethra).
Nutrition
Compare the Recommended Daily Allowance (RDA) of macronutrients (i.e., carbohydrates, fat, protein) for adolescent males and females.
Explain ingredients in foods that may cause an allergic reaction.
Physical Health/Disease Prevention/Health Promotion
Describe causes of heart disease, cancer, and diabetes.
Identify a variety of immunizations and vaccines available to prevent communicable disease and illness.
Identify influences (e.g., family, peers, culture, screen time, media) on personal health choices.
Describe persuasive tactics used by various types of media.
Substance Abuse Prevention
Differentiate between proper use and misuse of prescription and nonprescription medications.
Recognize social influences/influencers on both the reduction and promotion of the use of alcohol, tobacco, nicotine products, and other drugs.
Define addiction and substance use disorder.
Identify different types of opioids.
Explain the importance of accepting responsibility for personal actions to avoid risk-taking behaviors related to substance use.
Safety/Injury Prevention
Identify strategies to prevent injuries, including safety habits in vehicles, on the Internet, in public areas, and during recreational activities.
Describe basic first aid and emergency procedures for common injuries, including sunburn, cuts, scrapes, and insect stings.
List types and purposes of school safety drills.
Mental Wellness/Social and Emotional Skills
Define body image and explain the importance of having a positive body image.
Analyze factors that contribute to group success (e.g., respecting individual differences and opinions, accepting responsibility, contributing positively, knowing when to lead and when to follow, dealing with conflict, using effective face-to-face and online communication skills).
Define mental health and describe what it means to be mentally healthy.
Describe personal strengths and areas for growth.
Identify potential positive and negative responses to stress and criticism.
Explain the importance of personal boundaries for physical, emotional, and social health.
Violence Prevention
Analyze the role of emotions and media influences on conflict and violence.
Describe the possible effects of bullying and cyberbullying, including the increased risk for harm and violence when bullying aggression persists.
Explain what a gang is and identify gang-related behaviors.
Community/Environmental Health
Assess environmental health and safety issues in the community.
Recognize that all individuals have a responsibility to protect and preserve the environment.
Healthy Decisions
6.2 The student will describe the influence of family, peers, and media on personal health decisions.
Body Systems
Describe the importance of proper hydration to support renal function.
Nutrition
Analyze the benefits of following recommended daily allowances for macronutrients when selecting beverages and planning meals and snacks.
Interpret information on a food label to identify a food product that may cause an allergic reaction.
Physical Health/Disease Prevention/Health Promotion
Identify strategies to prevent heart disease, cancer, and diabetes.
Describe the impact of immunizations and vaccines on individuals and others.
Explain the impact of external influences (e.g., family, peers, screen time, social media) on personal health choices.
Analyze a variety of media to identify tactics used to persuade consumers regarding physical activity, nutrition, sleep, or other areas of personal health products.
Substance Abuse Prevention
Evaluate the influence of media and marketing techniques on prescription, nonprescription, and unregulated medication choices.
Identify the benefits of a smoke and tobacco/nicotine-free environment.
Describe characteristics of substance use disorder.
Differentiate between legal and illegal drugs that fall into the opioid category.
Analyze family and peer pressure as influences on the use and nonuse of opioids, alcohol, tobacco, inhalants, and other drugs.
Safety/Injury Prevention
Explain the importance of accepting responsibility for personal actions to avoid risk-taking behaviors and injury.
Use a decision-making process to determine when medical assistance is needed.
Describe the consequences of not following school safety drill procedures.
Mental Wellness/Social and Emotional Skills
Describe how culture, media, and other external factors influence perceptions about body image.
Explain the importance of understanding the feelings and perspectives of others.
Identify protective and risk factors for mental illnesses and challenges.
Describe strategies to work through adversity and challenges.
Analyze internal factors, such as responses to criticism or stress, which influence emotional and social health.
Identify ways to set and communicate personal boundaries and how to respect the boundaries of others.
Violence Prevention
Explain methods to reduce violence and peacefully resolve conflict.
Recognize the role of family, peers, community, and the media in preventing bullying and cyberbullying.
Explain the importance of friends or adult mentors in avoiding gang involvement.
Community/Environmental Health
Explain the role of the Environmental Protection Agency (EPA) and local agencies in protecting the environment.
Create and monitor progress toward a personal goal, service learning, or group project to protect the environment.
Advocacy and Health Promotion
6.3 The student will develop personal strategies and skills for personal, social, and community health.
Body Systems
Describe strategies to promote renal health.
Nutrition
Create a one-day plan for meals, snacks, and beverages that includes the daily recommended macronutrients.
Promote the understanding of the impact of food allergies on individuals.
Physical Health/Disease Prevention/Health Promotion
Promote strategies to prevent heart disease, cancer, and diabetes.
Identify strategies to reduce illness at home and at school.
Monitor personal progress toward physical activity, nutrition, and sleep goals.
Analyze the reliability of health product claims for physical activity, nutrition, sleep, or other areas of personal health.
Substance Abuse Prevention
Describe where to access accurate information on the proper use of prescription, nonprescription, and unregulated medications.
Examine the changes in school and community policies and laws regarding tobacco/nicotine-free environments.
Describe the types of support available at school and in the community for substance use disorders.
Describe the dangers of opioids in the home and the community impact of the national opioid epidemic.
Identify mental and health professionals and explain their role in preventing the use/abuse of prescription opioids and other drugs.
Safety/Injury Prevention
Develop a plan to remain injury-free, including avoiding risk-taking behaviors online and in the community and using safety equipment.
Demonstrate basic first aid and emergency procedures for common injuries, including sunburn, cuts, scrapes, and insect stings.
Demonstrate appropriate behaviors during lockdown, fire/evacuation, tornado, earthquake, and other safety drills.
Mental Wellness/Social and Emotional Skills
Analyze the influence of media on issues related to body image.
Demonstrate ways to show respect for individual differences, opinions, and beliefs.
Compile and promote personal, family, and community resources that can help oneself and others with mental illnesses and challenges.
Ability to set and monitor a personal goal to address one area of growth.
Ability to create a plan to manage stress.
Practice ways to communicate personal boundaries for privacy, safety, and expression of emotions and opinions.
Violence Prevention
Practice ways to resolve conflict peacefully.
Evaluate a plan to prevent or manage the effects of bullying and cyberbullying.
Identify resistance skills to avoid violence, gangs, weapons, alcohol, tobacco, and other drugs.
Community/Environmental Health
Identify careers and professions associated with environmental health.
Develop a plan to work collaboratively with peers, families, and community groups to address community environmental health and safety issues.
PE SOL GRADE SEVEN
Students in grade seven continue to develop competence in modified versions of various games/sports, rhythmic, and recreational activities. They vary movement during dynamic and unpredictable game situations. Recreational pursuits become an additional curriculum option, broadening lifelong physical activity options. The ability to analyze skill performance through observing and understanding critical elements (small, isolated parts of the whole skill or movement) is increasingly apparent, as is the application of basic scientific principles of anatomical structures, movement principles, energy balance, and personal fitness. Students relate the importance of physical activity to health, focusing particularly on weight and stress management. Students understand strategies to achieve and maintain personal fitness standards and create plans by setting reasonable and appropriate goals for improvement or maintenance of health-related fitness. Students continue to develop social skills and cooperative behaviors by demonstrating problem solving, conflict resolution, communication skills, appropriate etiquette, integrity, and respect for others.
Motor Skill Development
7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, dance, lifetime, and recreational activities.
Demonstrate and apply developmentally appropriate movement forms and skill combinations competently in a variety of cooperative and tactical activities that include dynamic and unpredictable situations.
Demonstrate offensive and defensive strategies and tactics, including creating open space, skilled movement, speed, accuracy, and selection of appropriate skills/tactics to gain an offensive or defensive advantage through modified games/sports.
Demonstrate basic abilities and safety precautions in recreational pursuits (e.g., inline skating, orienteering, hiking, cycling, ropes courses, backpacking, canoeing, rock climbing).
Identify and demonstrate dance steps selected by the teacher or student in folk, social, multicultural, contemporary, and line dances.
Describe and demonstrate how movement is stabilized, including balance (center of gravity and center of support) and planes of motion.
Demonstrate the progression of learning (practice, self or peer assess, correct, practice at a higher level, and reassess) for a specific skill or movement.
Anatomical Basis of Movement
7.2 The student will understand and apply movement principles and concepts and knowledge of major body structures.
Identify the “core muscles,” including pelvic, lower back, hips, gluteal muscles, and abdomen, and explain their role in stabilizing movement.
Apply biomechanical principles (e.g., center of gravity, base of support) to understand and perform skillful movements.
Describe the anatomical planes of motion in which movement occurs, including sagittal plane, frontal plane, and transverse plane.
Analyze skill patterns and movement performance of self and others, detecting and correcting mechanical errors for selected movements.
Apply knowledge of anatomy and joint types to accurately describe skill- and fitness-based movements, such as throwing/catching, striking, lunges, and push-ups.
Fitness Planning
7.3 The student will apply concepts and principles of training and fitness-planning skills to improve physical fitness.
Identify safe practices for improving physical fitness.
Complete a self-assessment of health-related fitness and develop a comprehensive personal fitness plan, including SMART (specific, measurable, attainable, realistic, timely) goals, an action plan that incorporates the FITT (frequency, intensity, time, and type of exercise) principle and to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans, timeline, documentation of activities inside and outside school, roadblocks/barriers and solutions, midyear and end-of-year assessments, and reflection on progress for improving at least two self-selected components of health-related fitness.
Identify and apply concepts of fitness improvement using various resources, including available technology, to evaluate, monitor, and record activities for a fitness plan.
Calculate resting, activity, and recovery heart rate and describe its relationship to aerobic fitness.
Describe the differences between aerobic and anaerobic activities and provide three examples of each.
Explain the role of perseverance in achieving fitness goals.
Social and Emotional Development
7.4 The student will demonstrate and apply skills to work independently and with others in physical activity settings.
Apply safety procedures, rules, and appropriate etiquette in physical activity settings by self-officiating modified physical activities/games.
Create guidelines and demonstrate how to solve problems and resolve conflicts in activity settings.
Explain the importance of cooperating with classmates, and demonstrate supportive behaviors that promote feelings of inclusion and safety of others.
Describe and demonstrate strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise.
Demonstrate effective communication skills by providing feedback to a peer, using appropriate tone, and other communication skills.
Identify positive mental and emotional aspects of participating in a variety of physical activities.
Describe how participation in physical activities creates enjoyment, reduces stress, and improves mental and emotional wellness.
Identify specific safety concerns associated with at least one activity that includes rules, equipment, and etiquette.
Identify and describe instances that do not support feelings of inclusion (e.g., marginalization).
Energy Balance
7.5 The student will describe rate of perceived exertion and nutrients (energy) needed for a variety of activities and explain the importance of sleep for energy balance.
Explain the connection between an RPE scale and heart rate and the body’s response to physical activity.
Define and describe the anaerobic and aerobic energy systems.
Identify the nutrients needed for optimal aerobic and anaerobic capacity and for muscle strength and endurance.
Calculate resting heart rate (RHR) and describe its relationship to aerobic fitness and an RPE scale.
Explain the effects of sleep on energy balance.
Health SOLs Grade 7
Students in grade seven generate and choose positive alternatives to risky behaviors (responsible decision making). They use skills to resist peer pressure (relationship skills) and manage stress and anxiety (self-management). Students are able to relate health choices to alertness, feelings, and performance at school or during physical activity (self-awareness). Students exhibit a healthy lifestyle, interpret health information, and promote good health.
Essential Health Concepts
7.1 The student will identify and explain essential health concepts to understand personal health.
Body Systems
Identify and describe the major structures and functions of the circulatory system.
Nutrition
Describe the value of nutrient-dense foods.
Describe the benefit of eating foods to meet recommendations for iron, calcium, potassium, vitamin D, and dietary fiber.
Identify decision-making steps for selecting healthy foods and beverages.
Explain how allergens cause an allergic reaction.
Physical Health
Explain the concept of active transportation (e.g., walking, biking).
Disease Prevention/Health Promotion
Evaluate the impact of sleep and rest on physical, social, and emotional health and on cognitive performance.
Explain the impact of weather- or climate-related physical conditions on individuals, including allergies, asthma, sunburn, dehydration, heatstroke, heat exhaustion, and hypothermia.
Describe how the school and the community can impact personal health practices and behaviors, including the availability of physical, emotional, and social health services; emergency response systems; healthcare products; and recreational and leisure opportunities.
Identify government agencies that provide consumer protections for health products and services.
Substance Abuse Prevention
Explain the link between addiction to alcohol, tobacco, and other drugs; chronic disease; and engaging in risky behaviors.
Define prescriptions, controlled substances, nicotine vaping products, hemp, and marijuana-derived cannabidiol (CBD) products, and explain their uses.
Identify the types of behavior associated with drug use and abuse that reflect positive norms (e.g., drug use is not cool, drunken driving is stupid, most teens do not use drugs).
Safety/Injury Prevention
Identify potential safety issues related to babysitting, caring for younger siblings, being alone at home, in the neighborhood (e.g., water sports, recreation areas, shopping areas), and being online.
Mental Wellness/Social and Emotional Skills
Identify the body’s physical and psychological responses to stress.
Identify the characteristics of healthy interpersonal relationships.
Recognize the impact of disappointment or adversity on physical, social, and emotional health and how to cope effectively and change one’s feelings.
Describe situations that can cause a range of emotions and feelings, and describe how to recognize these feelings and emotions and predict how long they may last.
Identify healthy verbal, nonverbal, written, and visual communication.
Define disordered eating and describe types of eating disorders.
Define depression and describe the warning signs, risk factors, and protective factors for anxiety and depression.
Violence Prevention
List the characteristics of and how to contribute to a positive (i.e., emotionally safe) school climate.
Describe the role of empathy in preventing bullying and cyberbullying.
Explain the myths and facts about gangs and gang-related behaviors.
Community/Environmental Health
Describe human behaviors that contribute to air, water, soil, and noise pollution.
Healthy Decisions
7.2 The student will use decision-making skills to promote health and personal wellness.
Body Systems
Describe how healthy food choices and physical activity keep the circulatory system healthy.
Nutrition
Analyze the effects of nutrition on daily performance (i.e., mind and body).
Explain the cognitive and physical benefits of eating a healthy breakfast.
Use a decision-making process to evaluate daily food intake and nutritional requirements.
Discuss the concept of an allergen-safe zone.
Physical Health
Analyze the physical and mental health benefits of active transportation.
Disease Prevention/Health Promotion
Compare current personal sleep and rest habits with recommended guidelines for teenagers.
Describe ways to prevent weather- or climate-related physical environmental conditions, such as allergies, asthma, sunburn, dehydration, heatstroke, heat exhaustion, and hypothermia.
Identify resources in the community that are dedicated to promoting health.
Identify state and federal laws that provide consumer protections.
Substance Abuse Prevention
Understand that addiction is a compulsive physiological need for and use of a habit-forming substance.
Explain the purpose of the Food and Drug Administration (FDA), and differentiate between FDA-approved and non-FDA-approved substances.
Identify short term, social and negative consequences of engaging in risky behaviors, including the use of alcohol, tobacco, nicotine products, marijuana, and other drugs.
Safety/Injury Prevention
Explain the importance of recognizing harmful and risky behaviors related to personal safety.
Mental Wellness/Social and Emotional Skills
Analyze and explain the benefits of emotional flexibility, stress management, and stress-reduction techniques for physical and emotional health.
Explain how empathy, compassion, and acceptance of others support healthy relationships.
Develop strategies for coping with disappointment, stress, anxiety, anger, and adversity.
Develop healthy ways to identify, express, and respond to emotions and identify resources for help and support.
Describe the relationship between healthy communication skills and healthy relationships.
Describe the warning signs, risk factors, and protective factors for eating disorders.
Explain when mental illnesses and mental challenges require support or assistance (e.g., when they affect one’s relationships, responsibilities, and involvement in activities).
Violence Prevention
Explain how violence, bullying, and harassment affect personal health and school safety.
Explain why it is important to be able to identify bullying behavior to prevent bullying and cyberbullying.
Explain why people may join gangs, including the relationship between self-image and gang-related behaviors.
Community/Environmental Health
Explain how environmental health is essential to personal and community health.
Advocacy and Health Promotion
7.3 The student will promote healthy schools, families, and communities.
Body Systems
Promote strategies for maintaining a healthy circulatory system.
Nutrition
Encourage nutrient-dense food choices at home, at school, and in restaurants.
Educate peers and family members on the importance of eating a healthy breakfast and being physically active.
Explore opportunities to engage with local school wellness policy committees to advocate for nutritional food and beverage choices for all school-sponsored events.
Promote understanding of the importance of handwashing, not sharing food, and allergen safe-zones.
Physical Health
Design and promote safe walking and bike routes to and from school or another location in the community.
Disease Prevention/Health Promotion
Engage family to create a personal plan to meet recommended guidelines for sleep and rest.
Determine strategies to protect against the harmful effects of the sun, heat, and cold.
Define public health, and describe the associated health and medical careers and the training required for these occupations.
Evaluate and promote a healthcare product or service for students, families, schools, or communities that will help others to make positive health choices.
Substance Abuse Prevention
Identify ways to participate in school and community efforts to promote a drug-free lifestyle.
Create strategies to identify types of advertising techniques used in a variety of media, including social media that may influence adolescents’ decisions concerning alcohol, tobacco and nicotine products, and other drugs.
Identify and demonstrate strategies and skills for avoiding alcohol, tobacco, inhalants, and other harmful substances (e.g., effective refusal skills).
Safety/Injury Prevention
Describe ways to maintain a safe and healthy environment at school, in the community, at home, and online.
Mental Wellness/Social and Emotional Skills
Develop achievable goals for handling stressors in healthy ways.
Design ways to demonstrate empathy, compassion, and acceptance for others to support healthy relationships.
Promote strategies for coping with disappointment and adversity.
Promote help-seeking for mental health concerns.
Demonstrate healthy verbal, nonverbal, written, and visual communication skills.
Identify school and community resources for help and support with eating disorders.
Identify personal, family, school, community, and healthcare professional resources that can help oneself and others with mental illnesses and challenges.
Violence Prevention
Assess your school’s safety protocols (e.g., reporting processes, support provided for a positive climate) and recommend suggestions for improvement.
Create a campaign to prevent/stop bullying or cyberbullying.
Create strategies to promote awareness of consequences associated with gang involvement and healthy alternatives to gang involvement.
Community/Environmental Health
Demonstrate ways to conserve and promote the conservation of natural resources
PE SOL GRADE 8
Students in grade eight demonstrate competence in skillful movement in modified, dynamic game/sport situations and in a variety of rhythmic and recreational activities. They transition from modified versions of movement forms to more complex applications across all types of activities. The grade-eight student applies knowledge of major body structures to explain how body systems interact with and respond to physical activity and how structures help the body create movement. Students will explain the relationship between nutrition, activity, and body composition to deepen understanding of energy balance. They will demonstrate socially responsible behavior as they show respect for others, make reasoned and appropriate choices, resist negative peer pressure, and exhibit integrity and fair play to achieve individual and group goals in the physical activity setting. Students are able to set goals, track progress, and participate in physical activities to improve health-related fitness. They have a repertoire of abilities across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities.
Motor Skill Development
8.1 The student will apply and demonstrate movement concepts and skills in small-sided games/sports, rhythmic, dance, lifetime, and recreational activities.
Demonstrate and apply movement forms to a variety of cooperative and tactical activities that include dynamic and unpredictable situations with a focus on defensive strategies, including reducing space, transitioning from offense to defense quickly, and selecting appropriate tactics to gain a defensive advantage.
Create a rhythmic movement or dance sequence to music as an individual or in a group.
Demonstrate skill-related components of fitness (agility, balance, coordination, power, reaction time, and speed) specific to various activities.
Demonstrate and explain the role of balance (center of support, center of gravity, and planes of motion) in a variety of activities.
Demonstrate physiological principles of warm-up, cool down, overload, specificity, and progression to improve performance.
Demonstrate the use of technology tools to analyze and improve performance.
Analyze movement performance/progressions (i.e., practice, self or peer assess, correct, practice at a higher level, and reassess) of a specific skill and use feedback to learn or improve the movement skills of self and others.
Anatomical Basis of Movement
8.2 The student will apply movement principles and concepts and apply knowledge of major body structures to explain how body systems interact with and respond to physical activity and movement.
Explain how body systems interact with one another during physical activity.
Identify and describe biomechanical principles (e.g., spin, rebound, effects of levers, force, motion, rotation, and energy) to understand skillful movements.
Explain how offensive and defensive tactics and strategies are used to gain an advantage in games and sports.
Analyze performance in a variety of selected skills/activities using movement concepts of agility, power, coordination, reaction time, speed, force, motion, rotation, and energy of self and partner.
Analyze movement progressions (i.e., practice, self or peer assess, correct, practice at a higher level, and reassess) of a specific skill and use feedback to improve the movement skills of self and/or others.
Describe the effects of physical activity and exercise on the body, including cardiorespiratory, muscular, and nervous systems.
Apply knowledge of anatomy to accurately describe movements in relation to type of joint and associated movement/motion, associated bones and muscles, and type of muscle contraction.
Fitness Planning
8.3 The student will apply self-assessment skills and use technology to create and implement a personal fitness plan to improve or maintain personal fitness.
Complete a self-assessment of current fitness levels and develop a comprehensive personal fitness plan, including SMART (specific, measurable, attainable, realistic, timely) goals, an action plan that incorporates the FITT (frequency, intensity, time and type of exercise) principle, a timeline, documentation of activities inside and outside school, roadblocks/barriers and solutions, midyear and end-of-year assessments, and reflection on progress for improving at least three components of health-related fitness.
Describe how an RPE scale can be used to adjust workout intensity during physical activity.
Use a variety of resources, including available technology tools and prior fitness data, to
Create and implement an activity plan (that includes warm-up, cool-down and appropriate intensity levels) applying specificity, overload, and progression, and identify safety precautions to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans.
Describe the body’s physiological responses to warm-ups and cool downs.
Identify activities that use the anaerobic and aerobic energy systems.
Demonstrate perseverance in achieving fitness goals.
Social and Emotional Development
8.4 The student will describe and apply social and safety skills to achieve individual and group goals in physical activity settings.
Describe and demonstrate best practices for participating safely in physical activity, exercise, and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection).
Describe and demonstrate appropriate encouragement and feedback to peers without prompting from the teacher.
Identify and demonstrate proper etiquette, respect for others, integrity, effective communication, problem-solving skills, conflict-resolution skills, self-management and teamwork skills while engaging in cooperative and dynamic physical activity and/or social dance.
Identify and demonstrate self-awareness in selecting stress-reducing activities (e.g., yoga, Pilates, tai chi).
Apply relationship skills and strategies (e.g., trust, compassion, empathy) that promote team/group dynamics and inclusion.
Analyze the proper use of equipment and self-management skills in relation to safety in physical activity.
Analyze and compare social and emotional benefits of participation in various activities.
Identify opportunities for social interaction through physical activity in the community.
Develop plans to enhance inclusion and reduce social exclusion/marginalization.
Energy Balance
8.5 The student will explain the relationship of caloric intake, caloric expenditure, and body composition.
Describe the relationship between inadequate caloric intake and health risk factors.
Explain the role of energy balance in weight management and body composition.
Describe types of body-composition measures.
Explain a Rate of Perceived Exertion (RPE) scale and how it relates to energy expenditure.
Create a one-day energy balance plan, including meals, snacks and physical activity, based on Recommended Dietary Allowance (RDA).
Health SOLs Grade 8
Students in grade eight have an understanding of the origins and causes of diseases, including the relationship between family history and certain health risks (self-awareness and social awareness). They begin to relate short- and long-term consequences of health choices (responsible decision making) and apply health skills to specific personal, family, and community health concerns (self-management, responsible decision making, and relationship skills). Students can discern relationships among all components of health and wellness and knowledgeably use consumer information.
Essential Health Concepts
8.1 The student will identify and explain essential health concepts to demonstrate an understanding of personal health.
Body Systems
Identify and describe the major structures and functions of the brain and nervous system and identify brain and nervous system disorders.
Nutrition
Determine the nutrients needed for proper brain function.
Examine the health risks posed by food contaminants during food preparation and food storage.
Identify the nutritional impact of disordered eating.
Compare health benefits and risks associated with trending diets, dietary supplements, and popular beverages, including sugar-sweetened and caffeinated beverages.
Physical Health
Evaluate the physical, mental, and social health benefits of physical activity.
Disease Prevention/Health Promotion
Explain the difference between rest, sleep, sleep deprivation, and sleep debt.
Identify environmental and personal factors that influence the degree of risk of diabetes, heart disease, cancer, obesity, and stroke.
Substance Abuse Prevention
Describe the short- and long-term health issues and effects on the brain related to the use of alcohol, tobacco, nicotine products, and other drugs, including inhalants, marijuana, cocaine, stimulants, methamphetamines, opiates, steroids, and performance-enhancing drugs.
Research the signs, symptoms, and causes of addiction and the impact of substance use disorder on relationships and behavior.
Safety/Injury Prevention
Explain the need for school safety drills and procedures.
Identify risky behaviors associated with Internet use, online gaming, and social media use.
Identify the benefits and risks of social media.
Describe how to assess levels of stress based on physical and psychological responses.
List the skills and strategies for refusal and negotiation.
Mental Wellness/Social and Emotional Skills
Describe characteristics of healthy and unhealthy relationships, including establishing and communicating boundaries.
Describe the warning signs, risk factors, and protective factors for self-harm behaviors, depression, and suicide.
Identify factors that can influence mental health (e.g., family, environment, trauma, genetics, brain chemistry, health behaviors, nutrition, personal values, peers, media, technology, culture, community).
Identify and describe careers associated with mental health care (e.g., social worker, psychologist, psychiatrist).
Violence Prevention
Differentiate between bullying behaviors, arguments, peer conflict, harassment, teasing, taunting, and joking situations.
Identify the consequences of weapon use, physical violence, and gang involvement.
Community/Environmental Health
Define and describe renewable resources and sustainable energy.
Healthy Decisions
8.2 The student will apply health concepts and skills to the management of personal and family health.
Body Systems
Describe ways to maintain brain and nervous system health.
Nutrition
Explain how nutrients contribute to brain function.
Describe food safety techniques (e.g., hand washing, food washing, cross contamination, proper handling and storing of foods).
Analyze the impact of society (i.e., media, family, peers) on eating habits and attitudes toward weight and body size.
Evaluate the accuracy of claims about trending diets, dietary supplements, and popular beverages.
Physical Health
Assess the health risks of a sedentary lifestyle.
Disease Prevention/Health Promotion
Identify sleep hygiene strategies to support recommendations for optimal sleep.
Describe preventive health measures, including immunizations, regular health and medical screenings, nutrition, physical activity, sleep, and limiting personal technology use, in preventing diabetes, heart disease, stroke, cancer, obesity, and other chronic diseases.
Substance Abuse Prevention
Analyze the social, economic, and family and peer pressure influences on the use of tobacco, nicotine products (e.g., e-cigarettes), alcohol, marijuana, and other drugs.
Have and express positive norms regarding why most teenagers do not use alcohol, tobacco, prescription opioids, or other drugs (e.g., do not think use and abuse are acceptable or appropriate).
Safety/Injury Prevention
Explain the potential consequences of following and not following safety protocols for school drills.
Explain the role of decision making when faced with potentially harmful situations when using the Internet, online gaming, and social media.
Develop strategies to assess and manage the effects of social media use.
Identify personal stress-management skills that help respond to different kinds of stress.
Explain the benefits of using refusal and negotiation skills for a variety of risk-taking situations.
Mental Wellness/Social and Emotional Skills
Explain the importance of developing relationships that are positive and promote wellness.
Explain why mental health issues such as self-harm behaviors, depression, and suicide ideation cannot be managed independently and require support/assistance.
Explain how negative perceptions of mental health promote a stigma about mental illnesses and emotional challenges.
Describe the role of mental health professionals in schools (e.g., school counselors, psychologists, social workers).
Violence Prevention
Explain the effects of bullying on individuals, including vulnerable populations.
Analyze the risks associated with weapon use, physical violence, and gang-related activities for oneself, the family, and the community.
Community/Environmental Health
Explain how humans and the environment are interdependent.
Advocacy and Health Promotion
8.3 The student will undertake health-promotion activities that demonstrate an understanding of the relationship between nutrition, physical activity, and emotional and physical health.
Body Systems
Design strategies to protect and promote brain and nervous system health.
Nutrition
Create a plan to make healthy food choices, including choosing fruits and vegetables and increasing water and healthy beverage choices in a variety of settings.
Create strategies to promote food safety at home.
Identify and promote resources for help and assistance with disordered eating.
Develop factual advertising to help family and peers evaluate healthy food and beverage choices.
Physical Health
Create environmental design solutions that promote physical and mental health.
Disease Prevention/Health Promotion
Create Specific, Measurable, Attainable, Relevant and Timely (S.M.A.R.T.) goals to get optimal sleep to promote cognitive performance and academic success.
Design a plan of action with short- and long-term goals to prevent diabetes, heart disease, stroke, cancer, obesity, and other chronic diseases and conditions.
Substance Abuse Prevention
Design persuasive advertising to eliminate drug use.
Create a campaign that emphasizes the importance of prevention and early identification of drug use disorder.
Safety/Injury Prevention
Develop a personal action plan during an emergency situation for a variety of locations outside of school (e.g., shopping areas, recreation areas).
Develop appropriate personal guidelines for online gaming and social media use.
Develop and promote guidelines for using social media.
Practice and promote stress-management skills.
Analyze a variety of situations to determine when to use refusal and negotiation skills to avoid risk.
Mental Wellness/Social and Emotional Skills
Ability to develop safe, respectful, and responsible relationships.
Identify and recognize family, school, and community resources for helping oneself and others with mental health needs.
Explain the effects of stigma on accessing help and assistance for mental illnesses and emotional challenges.
Promote the availability of school and community mental health resources.
Violence Prevention
Recommend strategies to prevent, safely defend oneself and others, or get help with bullying.
Describe ways for students to develop relationships that are positive, promote wellness, and prevent weapon use, physical violence, and gang involvement.
Community/Environmental Health
Analyze opportunities for community service and advocacy for policies that promote environmental health.